This article examines how technology can support classroom instruction without replacing collaborative, paper-and-pencil mathematics learning.
At P.S. 83 in New York City’s District 11, students spend most of math class working through problems together on paper. Near the end of a lesson, they use school laptops to complete a short set of questions while teachers view responses in real time through Atlas, an instructional tool developed by Kiddom.
The real-time information allows teachers to identify which students have understood the lesson, where individual students are struggling, and what instructional response may be needed next, such as a brief conversation, small-group instruction, or additional support. Within Project Griffin, Atlas is being developed as an AI-enabled instructional layer designed to strengthen formative assessment, feedback, and instructional planning.
The article also describes the work as a co-design partnership in which District 11 teachers helped shape the tool. It argues for an approach to education technology that supports teachers, reduces grading and administrative burden, and preserves classroom time for student discussion, reasoning, and handwritten work.
